Morning Meditation: Productivity and Stress in Educators

Author

• Harnels Maurice Michell, Lynn UniversityFollow

Date of Award

4-2026

Document Type

Dissertation

Granting Institution

Lynn University

Degree Name

Doctor of Education (Ed.D.)

Degree Program

Educational Leadership

Department

College of Education

First Advisor

Dr. Kelly A. Burlison

Abstract

This study examined whether a brief, consistent morning meditation practice could meaningfully influence educators' daily experiences in private schools across South Florida. Teachers often carry a heavy combination of cognitive load, emotional labor, and time pressure, which can erode both productivity and well-being. To explore whether mindfulness could offer practical support in these areas, a 30-day intervention was implemented in which educators engaged in a 15-minute guided meditation each morning before the start of their workday. The purpose of the study was to determine whether this routine produced measurable changes in perceived stress and daily productivity.

Thirty-four educators began the study, and thirty completed both the pre- and post-intervention surveys. Instruments included the 22-item Daily Productivity Assessment and the Perceived Stress Scale–14 (PSS-14). Although the overall PSS-14 total score did not reach statistical significance, the mean stress level decreased from pre- to post-intervention with a small-to-moderate effect size. Item-level analyses revealed several statistically significant improvements, including reductions in task-related rumination, anger about uncontrollable events, and feelings of being overwhelmed, along with a notable increase in perceived control over time. Productivity data demonstrated similar patterns, with significant gains in meeting deadlines, overall productivity, daily energy, and focus during meetings and administrative tasks.

Taken together, these results suggest that even a short, structured mindfulness routine can support educators in key aspects of their daily functioning. While large-scale shifts were not evident within the 30-day window, the targeted improvements observed across both instruments point to meaningful psychological and professional benefits. The findings highlight the potential value of integrating brief mindfulness practices into educators’ routines as part of a broader approach to promoting well-being, clarity, and resilience in demanding school environments.

Recommended Citation

Michell, H. (2026). Morning Meditation: Productivity and Stress in Educators [Doctoral dissertation, Lynn University]. SPIRAL. https://spiral.lynn.edu/etds/454